Lesson plans to teach decoding



Lesson plans to teach decoding

Martin Hahm

Grand Canyon University

Adolescent Literacy

SED535N

Alicia Leach

August 03, 2010

Lesson plans to teach decoding

A recent article asks about the origin of the word, kaizen. This Japanese word has two elements called morphemes, kai and zen, which mean good and change respectively. The term, morpheme, has a Greek root, morph, which means form. A morpheme refers to the smallest unit in a language which has meaning by itself, whereas an allopheme are groups of different morphemes, but keeping the same morph or root meaning. The morph, allo, here means other referring to other morphemes with the same morph. It could, however, also be considered a phoneme. Parts of a word that may not stand on their own are called phonemes meaning sounds and, when attached to a root word are called affixes, which include prefixes, suffixes or another part attached to the word, or morpheme. So begins this lesson on teaching lessons about decoding and how instruction in language is changing? The answer to the question in the Japanese word, kaizen according to the article using this term. It is good and changing data being used to provide new and changing-for-the-better instruction (Smith, Fien, Basaraba, & Travers, 2009, p. 16-17, 21). This brief essay considers two research-based strategies to decode words, using knowledge of phonics, syllabication, along with the etymology of morphemes and phonemes to analyze, evaluate discuss what may work best.

The needs of each area may vary, so strategies to achieve appreciable progress in literacy goals may vary as well. A collaboration of five states, Alabama, Florida, Kentucky, Rhode Island and New Jersey addressed five strategies with some variation for their respective states. These strategies 1) made adolescent literacy a priority for all people with a stake in the results, 2) set high standards and goals, 3) made the resources line up with their goals, 4) built up the educators capacity to serve as coaches and specialists with varying development according to states’ needs, and 5) measured results for accountability and future decisions, “yet none was satisfied with the assessments available. …, the interviewees described a need for greater oversight capacity” (Bates, Breslow, & Hupert, 2009, p. 6).

This educator has discovered through the years that use of phonics is a major step forward in all levels of literacy, perhaps, primarily since this was personally lacking during the time he was in the elementary public schools. There was no Kindergarten either. Having capable and caring parents assured, however, a strong foundation, and success in school is attributed to a sixth through eighth grade teacher who taught diagramming as well as encouraging reading out loud. This seems to have scientifically supported research to substantiate the importance of encouraging fluency to increase comprehension. “Although a correlation between fluency and comprehension does not prove causation—that fluency or lack of fluency leads to improved or deficient comprehension—the findings do suggest that this is a possibility (Razinski et al., 2005, p. 25). This conclusion is substantiated further by the Texas Educational Agency which encourages repeated reading with a variety of activities such as student-adult , tape-assisted , partner, taped and theater reading with this observation:-“Fluency develops as a result of many opportunities to practice reading with a high degree of success” (: Adolescent Literacy , 2002)

Another strategy is preparing students for reading a particular book. One would determine what may be of special interest for them and let them read for the adventure of discovering these interests ad a precious treasure. This is one of a multitude of strategies teachers can use. Kylene Beers recommended this technique commenting: “the more we frontload student’s’ knowledge of as text, and help them become involved in c constructing meaning prior to reading, the more engaged they are likely to be as they read the text (Beers, 2003, p. 101).

According to a workshop which took up this entire day at Theodore Roosevelt School (TRS), Ft. Apache, AZ, SRA Corrective Reading promises success for students failing literacy for their grade levels, middle school youth scoring at a second and third grade reading level. The details of the most recent series, which TRS is using, tell how it is “designed to provide differentiated instruction that is appropriate for each learner (Engelmann, Hanner, & Johnson, 2008, p. 9). The overall strategy is a teacher-directed program. Along with a variety of individual strategies used this is one preferred by this essayist and from which positive results are both expected as well as being worked for. The other strategy, which works well in science, is use of Greek and Latin roots, as well as comparing with other roots and using etymology in general. Most all of the variety of strategies has merit and to determine which is preferred above these two just mentioned will require experience. In the meantime the major steps to help our kids read, toward greater adolescent literacy, is good with positive changes, as our Japanese term reminds, kaizen.

References

: Adolescent Literacy. (2002).

Bates, L., Breslow, N., & Hupert, N. (2009, April). Five states’ efforts to improve adolescent literacy (US Department of Education R E L No. 0 67). Retrieved from Regional Educational Laboratory NE Islands:

Beers, K. (2003). When kids can’t read. Portsmouth, NH: Heinemann.

Engelmann, S., Hanner, S., & Johnson, G. (2008). SRA Corrective Reading - Series Guide. Columbus, OH: SRA/McGraw Hill.

Razinski, T. V., Padak, . D., McKeon, K. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005, September). Is reading fluency a key for successful high school reading?. J O U R N A L O F A D O L E S C E N T & A D U L T L I T E R A C Y, 49, 22–27 . Retrieved from

Smith, J. M., Fien, H., Basaraba, D., & Travers, P. (2009, May/June). Planning, evaluating, and improving tiers of support in beginning reading. TEACHING Exceptional Children, 41, 16-22.

LESSON PLAN Using Greek and Latin roots in vocabulary (See Day Four)

Lessons for a 6—7 day delivery with remediating diagnostic and summative assessments within formative assessments to be inserted in the appropriate areas as teacher, T.A., and student self-assessing continue within lesson sequence on Lesson Plan. Vocabulary and concepts require continual reinforcement and review.

See below for vocabulary—Day 4 for Greek and Latin roots.

Strategies include use of other practices in other three lesson plans, using affixes, as explained according to Greek and Latin etymology, phonics, modeling pronunciation, and syllabication, as each term is dissected/broken into parts for understanding and put together again for practicing fluency.

Other strategies in this lesson will be reading out loud sections of a textbook where these terms are used, in unison as a class (choral), then as individuals with pairs/partners observing fluency w SRA rules, and individually as a TV personality sharing information to explain pictures in text which would be part of a TV series on this area of the science world. Repetition would also be used for the purpose of reaching an acceptable level of fluency according to Language acquisition standards. This is lesson planned for next 7 days. See Day four for Greek Latin roots, even though other criteria for the other LPs are included. More time may be needed.

Date: August 7, 2010 Grade/Class/Subject: Grade Seven/ Science

Unit/Theme: How to do science with bugs

Standards: Use the inquiry process to form questions based on observations, comparing and contrasting, making inferences using precautionary procedures with insects (critters) and “lenses” recording information to establish a hypothesis [S1C1-4, S2C1-2]; The cell theory [as it relates to S 3 Science in Personal and Social relationships, and Strand 4] gives understanding of life and [Concept 3, PO2-4] the relationship of man to the world of arthropods, arachnids and insects, values and responsibilities. Use of detailed AZ Standards posted and in portfolio.

Content Objectives:

1. Students will research bugs, observing to study, describe, drawing and/or explaining parts of bugs and critters, compare and discovering differences in insects, critters and self, categorizing as researched.

2. Students will be able to talk about the environment of bugs and how they interact with people and survive in ecosystems. Biosphere 1, 2 and 3 (mini-biospheres)

3. Students will be asking questions to make a hypothesis about the relationship of man and bugs/critters comparing and contrasting to argue risk/reward issues regarding survival.

Language Objectives:

1. Students will listen actively to acquire knowledge, language vocabulary and use in relevant context, both social and academic uses.

2. And analyze text for expression, enjoyment and response to other related content areas.

3. Students will repeat terms, express thinking and ideas orally, and in a variety of writing genres. (Log in, notes, “Life of a Bug” Report) “The story of a bug named __________.”

|Key Vocabulary |Supplementary Materials |

|Scientia, science scientific inquiry, knowledge {gnowsis} insect, |Day 1 Sheet:“Goals, plans, hopes, and story,” portfolio, spiral |

|arachnid, thorax, gastropod, cooperate collaborate |binder (Log in), DNA, texts fingerprints, eyes, nose, etc. |

|scientific inquiry hypothesis scientific theory scientific law | |

|observing |Days 2-7 Insects in bags, worms, snakes, horses, and/or other |

|quantitative observation qualitative observation inferring |critters, lenses/magnifying glasses, paper for log in, clans, |

|predicting classifying making models skepticism |other info, |

|insect complete metamorphosis pupa gradual metamorphosis nymph |computers, internet access |

|thorax |video clips, flip charts, card stock, PPT, Review & reinforcement |

|parasite host free-living organism scavenger anus closed |sheets, enrich, rubrics, tests (Multiple choice, fill in, essay, et|

|circulatory system |al.) |

|Curiosity, Honesty, Open-Mindedness and Skepticism, Creativity | |

|See attached terms and concepts for a daily use. | |

|SIOP Features |

|Preparation |Scaffolding |Grouping Options |

|_X_ Adaptation of content |_X_ Modeling |_X__ Whole class |

|_X__ Links to background |_X__ Guided practice |_X__ Small groups |

|_X__ Links to past learning |_X__ Independent practice |_X__ Partners |

|_X_ Strategies incorporated |_X__ Comprehensible input |_X__ Independent |

|Integration of Processes |Application |Assessment |

|_X__ Reading |_X__ Hands-on |_X__ Individual |

|_X__ Writing |_X__ Meaningful |_X__ Group |

|_X__ Speaking |_X__ Linked to objectives |_X__ Written |

|_X__ Listening |_X__ Promotes engagement |_X__ Oral |

|Lesson Sequence: Students log in on entering classroom {Procedure} |

|Lesson One: Bio—Values, you and me. Introductions, names, tribes, clans, interests, hopes, dreams, goals, etc. [Teacher modeling—review |

|of Part One for newcomers] “Who are we? |

|“Who are we? Part 2” Descendants of BUGS, other critters, gastropods—one footed walking stomachs? Slime from the seas? Or monkeys in the|

|trees? Eyes, ears, brain. Fingerprints & DNA! WONDERS of unique YOU! [Application and conclusion] |

|Key vocabulary and concepts on board or wall c projector and in portfolio, on wall chart and index cards for review. |

|Key terms and concepts: log in what you are seeing, discussion Big “?” on board |

|Intro—teacher directed “Posing” question— Review of Part One-“Introductions” |

|What’s in the land aquarium? In your bag? “Getters” – observe critters/bugs |

|Teacher oversees process of observing, dialog and logging information, assessing, especially ELL needs. |

|Use of terms and concepts observed and encouraged through whole lesson—a minimum of fifteen minutes will focus on etymology of Greek and |

|Latin roots using strategies referred to above. (Reading = #9) |

|Groups agree or not, on what they are seeing, based on what they know about critters, insects. |

|Observations (in break out session) may include: |

|Identifying parts of snail, insects/critters, relating them to what they know of human organs/characteristics as nose, eyes, feet, |

|stomach, etc., trail of slime—what is it, what it does to paper, how individual snails move [races] measuring speed, timing distance—and |

|using terms for understanding, clarifying and practice |

|Making inferences on digestive system, composition and design of shell, possible value of snail [escargot]. May include place in food |

|chain and other purposes. |

|Compare and contrast: plants/bugs/critters and people {Cell theory} |

|Developing hypothesis—(Begin and revise to final lesson—day 7) |

|Break-out groups include teams a) lenses and critter recording observations and discussion of key terms, and teams b) internet |

|research, meanings and info, to ID critters, insects, ants, spiders, gastropods, worms, ticks, |

|Key terms Research on computers—groups [or projector] are researched, discussed, and parts of snail identified for student log. |

|Additional and practice in reading texts will form research on internet and resource books encouraged for follow-up |

| |

|Getters return snails to aquarium before dismissal. Assure residue slime is antiseptically cleaned and handlers have hands well washed |

|before class concludes [Lab safety agreement]. |

|Application: Dialog on “Who are we? Part 2” Consider human eyeball and function of the brain. Science asks questions: Are we descendants |

|of gastropods—one footed walking stomachs? Or amazing, awesome, unique creatures designed distinct from all animal life for a specific |

|purpose? |

|Home-work: Story of the life of a bug, critter, or gastropod; Review and reinforcement Hahmwork sheets with summary of lesson; Enrich, |

|Assessment/Review: |

|Based on student science log and participation in activities. |

|Feedback gaining oral response and info through activities and written log. |

|Home-work essay. Written work = Review and reinforcement, tests, enrich |

|Collaborative projects—word wall and index card file. |

|Reflection: This lesson plan will be introducing new students thisThursday for the first week of school. Lesson sequence will be |

|repeated or make modifications daily to line up with terms new and concepts attached. With monsoons bringing daily rain the yard should be|

|developing snails around our house and at the TRS dormitory. Other lab pets and critters may also be used for lab portion of class, i.e., |

|the break out sessions with small groups. |

|Assessments were not given the attention in the first lesson plan and practicum that they are given in the redesigned LP. Formative |

|assessing will be redesigning the lesson, so that even though the sequence includes a similar outline, the content material will vary, but|

|still allow for review to assess, evaluate and continue building. Students will be involved in building their ILLPs on a regular basis, |

|to assure understanding of content and to progress in language acquisition. Results will adjust to meet objectives with strategies and |

|communication with parents, teacher and all involved while continuing to build their portfolio and prepare for science fair project. |

1. WHO are we and what is science—?

❖ Teacher introduces himself, the first day, with self-disclosure on what is asked of students on sheet for students to fill out identifying statistics, B/D, tribe, clan, likes, dislikes, goals, hopes, dreams, favorite…, etc.

❖ Review of rules, procedures, tools, etc. casual time for break out groups to discover info, sharing.

❖ Teacher’s goal to helps students achieve their goals. Work together = cooperation and collaboration (terms)

❖ Introduction of AZ Standards.

❖ What is science—terms and meaning?

Links may be accessible (to text book) with phone call to PrenticeHall @ link

(Prentice Hall Science Explorer [PH Science Explorer], 2007)

2. WHO are we and what is science—terms and meaning

Introduction to doing science—with bugs.

❖ What skills do scientist use to learn about the world?

❖ What attitudes are important in science?

➢ observing

➢ quantitative observation

➢ qualitative observation

➢ inferring

➢ predicting

➢ classifying

➢ making models

➢ science

➢ skepticism

3. What is scientific inquiry applied to insect world? Terms and scientific skills, attitudes and inquiry

❖ What is scientific inquiry?

❖ What makes a hypothesis testable?

❖ How do scientific theories differ from scientific laws?

➢ scientific inquiry

➢ hypothesis

➢ variable

➢ manipulated variable

➢ responding variable

➢ controlled experiment

➢ operational definition

➢ data

➢ communicating

➢ scientific theory

➢ scientific law

1 Scientific Attitudes

2 Curiosity

1. Honesty

2. Open-Minded Skepticism and Skeptical Open-Mindedness

3. Creativity

4. What is home, safety, security? Ecosystems for humans and critters and bugs

❖ What energy roles do organisms play in an ecosystem? derived derived from the Greek word oikos, οἶκος (a dwelling or home) Cp. Ecology, habitat, biome – bios, Greek for life, ome = home) sustema, σύστημα sun = with, stama = put, put together—system is something put together/to work or fit together.

❖ How does energy move through an ecosystem?

❖ How much energy is available at each level of an energy pyramid?

➢ producer (pro = in front , duce = lead (el duce = the leader, relating to affixes mean? overproduce, reproduce, underproduce, produced, producing

➢ consumer (derived from the Latin word consumere (burn up, destroy, kill; devour, swallow up, consume---derived from the Latin word sumere (accept; begin; suppose; take up; begin; suppose))

➢ herbivore (terms as this scaffolding from “herb” and “voracious”

➢ carnivore (or “carnal, fleshly, flesh, carnival” and “voracious” derived from the Classical Latin word vorare (to devour; swallow, devour) suffix –ous = from Latin suffix -osus

➢ omnivore (omnipotent = all powerful, omniscient = all knowing, omnipresent = present everywhere)

➢ scavenger Anglo-Norm term

➢ decomposer (composer = putting notes together for music + de = down or away from; worm/maggot decompose plant/animal life -Latin)

➢ food chain picture of chains and webs relating to ecosystem

➢ food web

➢ energy pyramid (en-ergos = in – work or work (effort) inside Gk) pyramid derived from the Greek word puramis, πυραμίς (pyramid)

➢ competitive ( com = cum /Latin with/together compare with re-petitive re- back/again Derivations Classical Latin word petere (to seek; attack; aim at; desire)

Information regarding terms above MyEtymology, 2010) and OnlineEtymologyDictionary. (2010). And from personal Greek and Latin training.

5. How do we catalogue knowledge? Arthropods and snails and slime from the sea

❖ What are the four major groups of arthropods and what are their characteristics?

❖ How do crustaceans, arachnids, and centipedes and millpedes differ?

➢ arthropod

➢ molting

➢ crustacean

➢ arachnid

➢ exoskeleton

➢ antenna

➢ metamorphosis

➢ abdomen

6. What do you want to be when you morph-- “grow up”? Insects/sections in—bugs morphing to adapt, while people morph physically to grow up and mentally to achieve and succeed. Other ways?

❖ What are the main characteristics of insects?

❖ What is one way insects are adapted to obtain particular types of food?

❖ What are two types of metamorphosis that insects undergo?

➢ insect

➢ complete metamorphosis

➢ pupa

➢ gradual metamorphosis

➢ nymph

➢ thorax

➢

References

Arizona Department of Education. (April 28, 2010). Accountability office of english language acquisition services. Retrieved July 2, 2010, from

Prentice Hall Science Explorer. (2007). Animals Retrieved from

MyEtymology. (2010). Retrieved from

OnlineEtymologyDictionary. (2010). Retrieved from

|Criteria |Achievement Level |

|  |Unsatisfactory |Less Than |Satisfactory |Good |Excellent |

| | |Satisfactory | | | |

|Contextual Concepts |0 points |1.63 points |1.88 points |2.13 points |2.5 points |

| |Main conceptual |Main conceptual |Major |Major |Major conceptual issues were addressed in the |

| |issues were not |issues were not |conceptual |conceptual |creation of the lesson plans. At least two |

| |identified in |clearly identified |issues were |issues were |pedagogically solid strategies to decode words |

| |the creation of |in the creation of |addressed in |addressed in |and transition to writing were created, |

| |the lesson |the lesson plans. |the creation of|the creation of|identified, and critically discussed. |

| |plans. |Pedagogical |the lesson |the lesson | |

| |Pedagogical |strategies were |plans. At least|plans. At least| |

| |strategies were |incomplete or |two |two | |

| |not included. |underdeveloped. |pedagogically |pedagogically | |

| | | |solid |solid | |

| | | |strategies to |strategies to | |

| | | |decode words |decode words | |

| | | |and transition |and transition | |

| | | |to writing were|to writing were| |

| | | |created as part|created and | |

| | | |of the |discussed as | |

| | | |lesson-plan |part of the | |

| | | |design. |lesson-plan | |

| | | | |design. | |

|Research |0 points |0.65 points |0.75 points |0.85 points |1 points |

| |No outside |Few outside sources |Research is |Research is |Research is supportive of the concepts presented.|

| |sources were |were used to support|adequate. |timely and |Sources are distinctive. Addresses all of the |

| |used to support |the assignment. |Sources are |relevant, and |issues stated in the assignment criteria. |

| |the assignment. |Limited research is |standard in |addresses all | |

| | |apparent. |relevance, |of the issues | |

| | | |quality of |stated in the | |

| | | |outside |assignment | |

| | | |sources, and/or|criteria. | |

| | | |timeliness. | | |

|Presentation |0 points |0.33 points |0.38 points |0.43 points |0.5 points |

| |The piece is not|The work is not neat|The overall |The |The work is well presented and includes all |

| |neat or |and includes minor |appearance is |presentation is|required elements. The overall appearance is neat|

| |organized, and |flaws or omissions |general, and |good. The |and professional. |

| |it does not |of required |major elements |overall | |

| |include all |elements. |are missing. |appearance is | |

| |required | |Your reference |generally neat,| |

| |elements. | |page is suppose|with a few | |

| | | |to come after |minor flaws or | |

| | | |your entire |missing | |

| | | |assignment. |elements. | |

|Appropriateness |0 points |0.33 points |0.38 points |0.43 points |0.5 points |

| |There is no |Student selection of|Student selects|Student selects|Student shows a deep understanding of the |

| |evidence that |a tool, technique, |a tool, |an effective |audience and the situation by selecting material |

| |the student has |or paradigm does not|technique, or |tool, |that enhances understanding. Student creates |

| |selected an |relate to the |paradigm that |technique, or |tools, techniques, or paradigms that effectively |

| |effective tool, |project or course |achieves a |paradigm to |achieve the desired goal. |

| |technique, or |goal. Student |basic |achieve the | |

| |paradigm to |selects materials |representation |desired goal as| |

| |achieve the goal|(photos, sound |as defined in |defined in the | |

| |as defined in |files, video clips, |the project or |project or | |

| |the project or |apparel, |course |course | |

| |course |illustrations, etc.)|guideline. |guideline. | |

| |guideline. |that are not |Student selects|Student selects| |

| |Materials |appropriate for the |materials |materials | |

| |(photo, sound |audience and the |(photos, sound |(photos, sound | |

| |files, video |situation and are |files, video |files, video | |

| |clips, apparel, |inadequately |clips, apparel,|clips, apparel,| |

| |illustrations, |developed. |illustrations, |illustrations, | |

| |etc.) are | |etc.) that are |etc.) that are | |

| |missing. | |appropriate for|appropriate for| |

| | | |the audience |the audience | |

| | | |and the |and the | |

| | | |situation but |situation. | |

| | | |some of the | | |

| | | |development of | | |

| | | |the material is| | |

| | | |inadequate. | | |

|Mechanics of Writing|0 points |0.65 points |0.75 points |0.85 points |1 points |

| |Surface errors |Frequent and |Some mechanical|Prose is |The writer is clearly in command of standard, |

|(includes spelling, |are pervasive |repetitive |errors or typos|largely free of|written academic English. |

|punctuation, |enough that they|mechanical errors |are present, |mechanical | |

|grammar, and |impede |distract the reader.|but are not |errors, | |

|language use) |communication of|Inconsistencies in |overly |although a few | |

| |meaning. |language choice |distracting to |may be present.| |

| |Inappropriate |(register) and/or |the reader. |The writer uses| |

| |word choice |word choice are |Audience-approp|a variety of | |

| |and/or sentence |present. |riate language |sentence | |

| |construction are| |is employed. |structures and | |

| |employed. | | |effective | |

| | | | |figures of | |

| | | | |speech. | |

Your paper is not set up correctly. Please make sure your reference page goes at the end of your entire paper you just need one reference page. Make sure you look at the APA format in the student success center. Also citation is a great tool to help you with your reference page.

Lesson Plan—2

M. Hunter LP for Phonics

| Class: SRA Reading |

| |

|Unit: Decoding C Lessons 1-5 for the week |

| |

|Teacher: Martin Hahm |

|[pic] |

|Objectives Complete Lesson 1 with workbook and blackline masters for homework |

| |

|Standards Stand 1, Concepts 1-6 |

|Using understanding of print concepts continue to develop phonemic awareness to identify |

|and manipulate sounds of speech, to use phonics to decode words |

|by understanding phonemes, morphemes, syllabication and word parts. |

|Acquire and use new vocabulary while practicing to develop fluency, |

|and employing strategies to comprehend text. |

| |

|Anticipatory Set A BIG step forward in learning is a GIANT step forward to succeeding in life. |

|Teaching: Input Use materials provided for SRA Decoding C |

| |

|Teaching: Modeling Practice and rehearse for good pace and completing Lesson 1 |

|effectively with students. |

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|Teaching: Checking for Understanding Use scripted questions. Bloom's Taxonomy |

|of Educational Objectives may be reviewed and compared. |

| |

|Guided Practice Monitor reading checking also partner reading working toward mastery. |

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|Closure Comment on positives for lesson, noting specific challenges met. |

|Assure all scoring in workbooks complete. |

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|Independent Practice Assure workbooks completed and scoring noted. |

|Add individual scores to portfolio to be sent to next class [Reading/Language Arts] . |

| |

|Materials Reading tests and workbooks. Blackline masters for homework. |

| |

|Duration Forty-five minutes anticipated |

|. |

| |

|[pic] |

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Lesson Plan—3

Literacy element: Syllabication

Grade/Class/Subject: Grade 8th Grade Science PH Text: Building Blocks Ch.4.4 Review CH3-4

Date: 8-4-10 Want links to see and learn?—e-mail me: xlmini@

Unit Title/Theme: How groups / families and periods work together Why are elements sometimes called the building blocks of matter? How did atomic theory develop and change? How is the reactivity of elements related to valence electrons in atoms? What does the periodic table tell you about atoms and the properties of elements?

AZ Standards: Strands1C1-4 Inquiry Process 5 S5C1 Properties and changes of properties in matter

Content Objective(s): Students will research models of atoms as concepts developed.

Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with emphasis on syllabication.

Supplementary Materials LZ Alien Periodic Table Paper, pens and pencils, colored pencils, flowers, onions, seeds, fish, rocks plants

SIOP® Features

* Preparation * Scaffolding * Grouping Options

_X__ Adaptation of Content _X_ Modeling _X_ Whole class

_X_ Links to Background _X__ Guided practice _X_ Small groups

_X_ Links to Past Learning __X_ Independent practice _X__ Partners

_X_ Strategies incorporated __X_ Comprehensible input _X_ Independent

* Integration of Processes * Application * Assessment

_X_ Reading _X_ Hands-on _X__ Individual

_X_ Writing _X_ Meaningful _x_ Group

_X_ Speaking _X_ Linked to objectives _X_ Written

_X_ Listening _X_ Promotes engagement _X_ Oral

Lesson Sequence: Students Log in—Info on board and/or screen

PLUS ONE QUESTION( Procedure

1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers (Bio is a Life Lesson Intro relating to day’s focus)

2. AZ Standard[s]—Print / project for information Correlate objectives for student setting personal strategies to achieve

3. Lesson—projection, reading & video

æ Pretests Oral and written—vocabulary syllabication of terms identified.

æ Review for scaffolding on prior knowledge.

æ Individual, partner and group formative assessing

4. Class study time—Computer Assignments or Group CLC (Collaborative Projects) Activities

C GRS=Guide to Reading and Study [WB] Assessing comprehension

C R&R = Review and Reinforcement “H-work” + Enrich + Test 3Q

5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]

6. Summarize / review lesson and AZ Standards.

7. Store materials and portfolios; home-work

Syllabication will note blending, chunking small words with syllable divisions.

mat-ter e-le-ment com-pound mix-ture a-tom (no-cut) sci-en-ti-fic the-o-ry mo-del e-lec-trons nu-cle-us pro-tons en-er-gy le-vel neu-trons va-lence e-lec-trons electron dot dia-gram che-mi-cal bond sym-bol a-to-mic num-ber per-i-od group fa-mi-ly no-ble gas ha-lo-gen al-ka-li me-tal

ACCESS ON-line PH Text: [ID=TA__SUB—pw = science]

Self eval/notes/reflections:

Lesson Plan—4

Literacy element: Affixes

SIOP® Features

* Preparation * Scaffolding * Grouping Options

_X__ Adaptation of Content _X_ Modeling _X_ Whole class

___ Links to Background _X__ Guided practice ____ Small groups

_X_ Links to Past Learning ___ Independent practice _X_ Partners

___ Strategies incorporated ___ Comprehensible input ___ Independent

* Integration of Processes * Application * Assessment

_X_ Reading _X_ Hands-on _X__ Individual

_X_ Writing _X_ Meaningful _x_ Group

_X_ Speaking _X_ Linked to objectives _X_ Written

_X_ Listening _X_ Promotes engagement _X_ Oral

Lesson Sequence: Students Log in—Info on board and/or screen PLUS ONE QUESTION

1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers

2. AZ Standard[s]—Print / project for information

3. Lesson—projection, reading & video

æ Pretests if needed—oral and quizzes

æ Review for scaffolding—

æ Testing based on prior or related knowledge

4. Class study time--

æ GRS=Guide to Reading and Study [WB]

æ R&R = Review and Reinforcement “H-work” + Enrich + Test 3Q

5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]

6. Summarize / review lesson and AZ Standards.

7. Store materials and portfolios; home-work

Self eval/notes/ reflections: Use of Marvin Marshall’s hierarchy, Canters 3 cycle; add Moorish and Charles

[pic]

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Key Vocabulary matter element compound mixture atom scientific theory model electrons nucleus protons energy level neutrons valence electrons electron dot diagram chemical bond symbol atomic number period group family noble gas halogen alkali metal

ELL Strategies to be addressed in LPs

|Graphic organizers |Picture Clues |Game playing—{Jeopardy} |

|Manipulatives |Thematic units |Culture references and aps |

|Reading to students |Tactile activities |Labeling by English & non-English |

|Oral reading |Singing |Semantics |

|Dibels |Modeling |Poetry—rhyming, rapping—acting out plays |

|Story mapping |Per tutors |Computers |

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Grade/Class/Subject: Grade 6th & 7th Grade Science

Date: 8-3—8-2010 Want links—e-mail me: xlmini@

Unit Title/Theme: What season is it? How does Earth move in space? What causes the cycle of seasons on Earth? What determines the strength of the force of gravity between two objects?

What two factors combine to keep the moon and Earth in orbit?

AZ Standards: Strand 3 Social Perspectives Concepts 1&2; G7Strand 6, Concept 1 Structure of the Earth C2 Processes & Systems

Content Objective(s): Students will research how object move in space and how we are affected on earth.

Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with attention to affixes, the meanings and/or the way suffixes or affixes affect meaning and spelling considerations related to morphemes.

Key Vocabulary

Key Terms: astro-nom-y axis rota-tion revolu-tion

orb-it calendar sol-stice e-quin-ox force gravit-y

law of uni-vers-al grav-ita-tion mass weight in-ert-ia Newton’s first law of mo-tion

Supplementary Materials

books

flashlight paper pencil protractor toothpick acetate sheet with thick grid lines drawn on it plastic foam ball marked with poles and equator

ELL Strategies to be addressed in LPs

|Graphic organizers |Picture Clues |Game playing—{Jeopardy} |

|Manipulatives |Thematic units |Culture references and aps |

|[pic]L_`ghtu„‡¦Ùà $ 0 5 9 Reading |Tactile activities |Labeling by English & non-English |

|to students | | |

|Oral reading |Singing |Semantics |

|Dibels |Modeling |Poetry—rhyming, rapping—acting out plays |

|Story mapping |Per tutors |Computers |

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